Learning Outcomes of Reading Skills for Procedural Texts Using a Constructivist Approach through Student Worksheets
DOI:
https://doi.org/10.55909/dj3l.v3i2.52Keywords:
learning outcomes, reading skills, procedural text, constgructivist approach, student worksheetsAbstract
This study aims to explore: 1) the learning outcomes of procedural text reading skills using a constructivist approach through student worksheets; 2) the similarity of learning outcomes of procedural text reading skills using a constructivist approach through student worksheets per sample group. The study was conducted at SMP Negeri 1 Lawa, which took place in the odd semester of the 2024/2025 academic year. The population of this study consisted of 7th-grade students at SMP Negeri 1 Lawa, who participated in learning procedural text reading skills using a constructivist approach through student worksheets. They numbered 54 students divided into two parallel classes. The sample was determined at 48 students through a statistical formula, divided into 24 students per parallel class, selected by simple random sampling with a technique without replacement. Data on learning outcomes of procedural text reading skills using a constructivist approach through student worksheets were collected using a multiple-choice test instrument arranged based on test specifications. Data on learning outcomes of procedural text reading skills using a constructivist approach through student worksheets were analyzed using parametric inferential statistical procedures, namely the one-sample t-test and the independent sample t-test. Research results: 1) the learning outcomes of procedural text reading skills using the constructivist approach through student worksheets are in the high category; 2) the learning outcomes of procedural text reading skills using the constructivist approach through student worksheets per sample group do not differ.
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